Reflective Writing in Pre-Service Teachers' Teaching: What does it Promote?

Cohen-Sayag, Etty; Fischl, Dita

doi:10.14221/ajte.2012v37n10.1

Cited by 45 publications

(28 citation statements)

References 24 publications

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“…Among the three reflective tools used in the study, diary writing was found to be the most laborious and time-taking activity, which entails much effort and self-discipline. In the literature, along with its innumerable benefits, diary writing is also considered to be a demanding activity requiring time and space (A'Dhahab and Region, 2009;Cohen-Sayag and Fischl, 2012;Lowe, Prout, and Murcia, 2013). The instructors in this study also considered diary as a subjective tool because they evaluated themselves based on what they remembered and included their own opinions in self-analysis.…”

Section: Discussionmentioning

confidence: 99%

Reflection on Reflection: EFL University Instructors Perceptions on Reflective Practices

Fakazli¹,

Gönen²

2017

HUJE

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Exploring teachers' reflective experiences is important to shed light on understanding how different reflective practices work in classroom settings. The aim of the study was to engage EFL university instructors in reflectivity through various tools and to investigate their related perceptions. To that end, eight EFL university instructors in a Turkish context participated in the study. For systematic implementation of reflective practices, different reflective tools; namely, reflective diaries, reflective video analysis, and reflective peer sessions were used following a training procedure. The participants reflected on their reflective practices by writing reflections, answering a perception questionnaire and participating in semi-structured interviews. Qualitative analysis using the Constant Comparison Method put forward that all participants benefited from the study in terms of gaining awareness about their teaching practices and promoting self-evaluation albeit some negative perceptions related to time and effort required. The participants also realized that reflective practice is an effective method for teacher development, and it can be applied through different ways or tools. Findings assert that reflective teaching practices could contribute to professional empowerment when implemented in a systematic fashion. This study yields promising results for designing effective reflective practices for teachers in various contexts. ÖZ:Öğretmenlerin yansıtmalı öğretim tecrübelerini incelemek, farklı yansıtmalı öğretim uygulamalarının sınıflarda nasıl işe yaradığına ışık tutmak için önemlidir. Bu çalışmanın amacı; üniversitede yabancı dili İngilizce olarak öğreten okutmanları farklı araçlar kullanarak yansıtmalı öğretim uygulamalarına katmak ve bu uygulamayla ilgili algılarını incelemektir. Bu amaçla, Türkiye'den sekiz İngilizce okutmanı bu çalışmaya katılmıştır. Bir eğitim sürecinden sonra, yansıtmalı öğretimin sistemli bir şekilde uygulanması için, sırasıyla yansıtmalı günlük, yansıtmalı video analizleri ve meslektaş ile görüşme yansıtmalı öğretim araçları olarak kullanılmıştır. Katılımcılar, bu yansıtmalı öğretim uygulamalarına katılmakla ilgili görüşlerini yazarak, bir algı anketine cevap vererek ve yarı yapılandırılmış görüşmelere katılarak yaşadıkları yansıtmalı öğretim tecrübesi üzerine yansıtmada bulunmuşlardır. "Sürekli Karşılaştırma Metodu" (Constant Comparison Method) kullanılarak yapılan nitel incelemeler, katılımcıların yansıtmalı öğretim uygulamalarının zaman ve çaba gerektirmesiyle ilgili bir kaç olumsuz görüş ortaya koymalarına rağmen, bu uygulamanın kendi öğretim uygulamaları üzerine bilinç kazanmak ve kendilerini değerlendirmelerini artırmak konusunda fayda sağladığını ortaya koymuştur. Ayrıca; katılımcılar, yansıtmalı öğretimin öğretmen gelişimi için etkili bir metod olduğunu ve bunun değişik yollarla ya da araçlarla uygulanabileceğini farkına varmışlardır. Sonuçlar, sistemli bir şekilde uygulandığında, yansıtmalı öğretim uygulamalarının mesleki gelişime katkıda bulunabileceğini de göstermektedir...

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Section: Discussionmentioning

confidence: 99%

Reflection on Reflection: EFL University Instructors Perceptions on Reflective Practices

Fakazli¹,

Gönen²

2017

HUJE

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“…In addition to cultivating insights into the process of patient care and promoting student-practitioner well-being, reflective writing in small group process within medical education can promote reflective self-assessment, a component of professional development 27. Furthermore, the relationship between reflective writing and professional development during the process of teacher education is well documented 28. The process of narrative reflective practice (physician-trainees and physicians sharing stories and peer group narrative inquiry; narrative ‘triggers’ for reflection)29 facilitates meaning-making within clinical and teaching experience for shaping professional identity 30…”

Section: Introductionmentioning

confidence: 99%

The use of abstract paintings and narratives to foster reflective capacity in medical educators: a multinational faculty development workshop

2013

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Reflective capacity is integral to core healthcare professional practice competencies. Reflection plays a central role in teacher education as reflecting on teaching behaviours with critical analysis can potentially improve teaching practice. The humanities including narrative and the visual arts can serve as a valuable tool for fostering reflection. We conducted a multinational faculty development workshop aiming to enhance reflective capacity in medical educators by using a combination of abstract paintings and narratives. Twenty-three family physicians or physicians-in-training from 10 countries participated in the workshop. Qualitative assessment of the workshop showed that the combined use of art and narrative was well received and perceived as contributing to the reflective exercise. Participants generally felt that viewing abstract paintings had facilitated a valuable mood transformation and prepared them emotionally for the reflective writing. Our analysis found that the following themes emerged from participants’ responses: (1) narratives from different countries are similar; (2) the use of art helped access feelings; (3) viewing abstract paintings facilitated next steps; (4) writing reflective narratives promoted examination of educational challenges, compassion for self and other, and building an action plan; and (5) sharing of narrative was helpful for fostering active listening and appreciating multiple perspectives. Future research might include comparing outcomes for a group participating in arts–narrative-based workshops with those of a control group using only reflective narrative or in combination with figurative art, and implementing a combination of qualitative and quantitative methods of assessment.

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“…First, pre-service teachers benefit from guided reflection throughout the preparation process to aid in their development and moving from learner to professional. However, reflective writing is a skill that requires practice and feedback (Cohen-Sayag & Fischl, 2012). Furthermore, assignments in reflection must be purposeful, and support pre-service teachers to bring together the influences of their previous experiences, the internal and external factors that contribute to their identity development, including temporal ideas of 'self', such as a past self, a present and shifting self, and a future self (Lee & Schallert, 2016).…”

Section: Discussionmentioning

confidence: 99%

Student Reflections on Teacher Identity Development in a Year-long Secondary Teacher Preparation Program

Hahl¹,

Mikulec

2018

AJTE

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This preliminary case study examines qualitatively the experiences of 20 participants enrolled in an international Englishmedium secondary teacher preparation program at a university in Finland and analyzes reflections on their teacher identity development. Multiple measures of data with triangulation were collected from course work, including reflection essays from 20 preservice teachers and a focus group interview with four of the preservice teachers. The data were analyzed with thematic analysis (Braun & Clarke, 2006) in order to find categories of factors that influenced the pre-service teachers' teacher identity development. The results indicate that the support especially from mentors and positive feedback from pupils during two teaching practicum periods, and the student teacher's passion for their own subject, were incremental in building confidence in one's teaching abilities. The participants also realized that they were in the beginning of their teacher identity development and were committed to lifelong learning.

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Reflective Writing in Pre-Service Teachers' Teaching: What does it Promote?

Cited by 45 publications

References 24 publications

Reflection on Reflection: EFL University Instructors Perceptions on Reflective Practices

Reflection on Reflection: EFL University Instructors Perceptions on Reflective Practices

The use of abstract paintings and narratives to foster reflective capacity in medical educators: a multinational faculty development workshop

Student Reflections on Teacher Identity Development in a Year-long Secondary Teacher Preparation Program

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